Section archive - Trends in Jewish Education
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The Lookstein Center's 'Jewish Education Blogroll' is a central list of blogs written by Jewish educational professionals who work in day schools, supplementary schools, BJEs, camps, etc. While the blogs are written from different perspectives, they all express the common theme of the desire to improve Jewish education. Subscribing to the blogs will help keep to keep in touch with what is current in Jewish education.
Updated: Feb. 14, 2010
Rlka Levin of JESNA has published a list of achievements, developments, ideas, and trends in Jewish education worthy of note and gratification which have emerged over the last decade. Although the Jewish education scene faces many critical issues and challenges, the author feels that it's been a pretty good decade for Jewish learning marked by many exciting developments, new ideas, and promising directions.
Updated: Jan. 12, 2010
The Jerusalem Center for Public Affairs Institute for Global Jewish Affairs interviewed Dr. Jack Wertheimer, professor of American Jewish history at the Jewish Theological Seminary, about developments in Jewish education over the last decades and its directions in the future.
Updated: Jan. 11, 2010
In a recent blog post on the blog of the Office of High School Programs at Brandeis University, Dvora Goodman, director of Genesis at Brandeis University, issued a call to both Jewish educators and parents to work together to make it clear to Jewish youth that Jewish education is a number one priority.
Updated: Dec. 31, 2009
Between 1965 and 1979 the demand for places at Jewish day schools in England rose dramatically. Beginning in the mid-1960s, parents evinced increasing enthusiasm for Jewish day schools, both primary and secondary. This phenomenon has been attributed to various factors, such as the changing ethnic mix at state schools and Anglo-Jewry's communal pride after the Six-Day War. It is argued in this article that the major concern of Jewish parents was academic achievement.
Updated: Dec. 28, 2009
A growing number of parents are opting for home-based Jewish learning as an attractive and convenient alternative to synagogue-based Hebrew schools. This article tries to explain why this trend is becoming popular. One reason is certainly the cost barrier, since many synagogues usually require a minimum of two to three years of enrollment and temple membership before allowing students to celebrate their bar/bat mitzvah. Another reason is that some parents simply had bad experiences themselves in Hebrew school and want to give their children something different. Other families feel that home-based programs enable them to obtain a more personalized education for their child in less time, with more flexibility and on a more convenient schedule than they would in a congregational program.
Updated: Dec. 24, 2009
Theological and Pedagogical Implications of the Role of Zionism in Reform Jewish Manifestos: A Bridge from Vision to Praxis
In this article, the authors explore the transition from philosophical and theological manifestos to their practical and educational implementation as they analyze the official American Reform-Judaism discourse as curricular text. This analysis provides a tool for a discussion of the relationships between vision and its implementation particularly for educators and leaders. They highlight the possibilities of dialogue among educators, rabbis-in-training, and leaders to aid in the formation of new visionary documents and, in doing so, affect the dynamics of paving new directions. They demonstrate a model that may be used to investigate such translations from vision to a lived experience and back to reconstruction of a vision.
Updated: Dec. 14, 2009
An intergenerational group of Jewish educators has issued a call to the grassroots membership of the Jewish educational community to re-establish the pluralistic network that was CAJE under the name NewCAJE – New Coalition for Alternatives in Jewish Education. The new organization will incorporate the core CAJE values of pluralism, shared teaching and learning, and immersion in Torah l’shema. Operationally, it will be volunteer-led and supported by its grassroots constituency. Money initially raised will go to buy the intellectual property of the former organization, to outreach to the next generation of Jewish educators, and to produce the next conference.
Updated: Dec. 08, 2009
ORT’s Israeli Roots Project was launched in 2000 and has since grown to encompass 30 high and junior high campuses throughout Israel. With a total of 25,000 participating students, it is the network’s largest stand-alone educational program. The project aims to unite students with their Jewish heritage and culture in a user-friendly and pluralistic approach, and to strengthen their Jewish identity and familiarity with the literary and cultural treasures of the Jewish people, evolved over the past 3,000 years.
Updated: Dec. 03, 2009
Over 150 Chabad pre-schools and day care centers are spread across the US. Although 25% of them are in New York State, others are located throughout the US in places such as Alabama, Arkansas, New Mexico, and Hawaii and Reno, Nevada. California has 26 Chabad preschools. Chabad, with the establishment of their preschools, is trying to reach out to parents of young children to expose parents and children to the warmth of Judaism, hoping to leave a lasting impression on them.
Updated: Nov. 17, 2009